Thank you very much.
Hvala vam najljepša.
I moved to America 12 years ago with my wife Terry and our two kids. Actually, truthfully, we moved to Los Angeles --
Doselio sam se u Ameriku prije 12 godina, sa svojom suprugom Terry i s naše dvoje djece. Zapravo, iskreno, doselili smo se u Los Angeles -- (Smijeh) --
(Laughter)
thinking we were moving to America, but anyway --
misleći da dolazimo u Ameriku,
(Laughter)
ali kako god, kratak je let avionom od Los Angelesa
It's a short plane ride from Los Angeles to America.
do Amerike.
(Laughter)
I got here 12 years ago, and when I got here, I was told various things, like, "Americans don't get irony."
Stigao sam ovamo prije 12 godina, i pošto sam stigao ovamo, svašta su mi govorili, poput: "Amerikanci ne kuže ironiju."
(Laughter)
Jeste li se ikad susreli s ovom tvrdnjom?
Have you come across this idea? It's not true. I've traveled the whole length and breadth of this country. I have found no evidence that Americans don't get irony. It's one of those cultural myths, like, "The British are reserved."
Nije istinita. Proputovao sam ovu zemlju uzduž i poprijeko. Nisam pronašao nikakav dokaz da Amerikanci ne razumiju ironiju. To je jedan od onih kulturalnih mitova, poput onoga: "Britanci su suzdržani."
(Laughter)
Ne znam zašto ljudi tako misle.
I don't know why people think this. We've invaded every country we've encountered.
Napali smo u svaku zemlju na koju smo naišli.
(Laughter)
(Smijeh)
But it's not true Americans don't get irony, but I just want you to know that that's what people are saying about you behind your back. You know, so when you leave living rooms in Europe, people say, thankfully, nobody was ironic in your presence.
Ali nije istina da Amerikanci ne razumiju ironiju, nego ja jedino želim da znate da je to ono što vam ljudi govore iza vaših leđa. Znate, kad napustite svoje dnevne boravke u Europi, ljudi kažu, zahvalno, nitko u vašoj prisutnosti nije bio ironičan.
(Laughter)
Ali, znao sam da Amerikanci razumiju ironiju
But I knew that Americans get irony when I came across that legislation, "No Child Left Behind."
čim sam naišao na onaj zakon zvan "Nijedno zapostavljeno dijete".
(Laughter)
Because whoever thought of that title gets irony.
Jer, tko god se dosjetio toga naslova - razumije ironiju.
(Laughter)
Zar ne, zato što --
Don't they?
(Applause)
(Smijeh) (Pljesak) --
Because it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: "Millions of Children Left Behind." I can see that. What's the plan? We propose to leave millions of children behind, and here's how it's going to work.
zato što se njime zapostavlja milijune djece. Dakle, razumijem da osobito privlačan naziv za zakon ne bi bio: "Milijuni zapostavljene djece". To mi je jasno. Kakav je plan? Pa, mi predlažemo da zanemarimo milijune djece, i evo kako će to funkcionirati. I to prekrasno funkcionira.
And it's working beautifully.
(Laughter)
In some parts of the country, 60 percent of kids drop out of high school. In the Native American communities, it's 80 percent of kids. If we halved that number, one estimate is it would create a net gain to the U.S. economy over 10 years, of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.
U nekim dijelovima zemlje 60% djece napušta srednje škole. U američkim Indijanskim zajednicama radi se o oko 80% djece. Prepolovimo li taj broj, prema jednoj procjeni, neto-dobit za američku ekonomiju, tijekom 10 godina dosegla bi gotovo trilijun dolara. Iz ekonomskog gledišta, matematika je točna, zar ne? Trebali bismo to učiniti? No, zapravo, enormno će nas koštati popravak šteta nastalih ovolikim odustajanjima od daljnjeg školovanja.
But the dropout crisis is just the tip of an iceberg. What it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.
A ta je kriza tek vrh ledenog brijega. Ono što analize ne uzimaju u obzir su sva ona djeca koja su i dalje u školi, ali su nezainteresirana, koja ne uživaju u njoj, koja iz svega toga ne izvlače nikakve koristi.
And the reason is not that we're not spending enough money. America spends more money on education than most other countries. Class sizes are smaller than in many countries. And there are hundreds of initiatives every year to try and improve education. The trouble is, it's all going in the wrong direction. There are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.
A pravi razlog nije taj da mi ne trošimo dovoljno novca. Amerika troši više novca na obrazovanje od većine drugih zemalja. Razredni su odjeli manji no u mnogim zemljama. I svake se godine stotinama inicijativa nastoji unaprijediti obrazovanje. Problem je u tome što je sve pogrešno usmjereno. Tri su načela na kojima počiva procvat ljudskog života, i ona su u suprotnosti s kulturom obrazovanja u kojoj većina učitelja mora raditi i većina učenika izdržati.
The first is this, that human beings are naturally different and diverse. Can I ask you, how many of you have got children of your own? Okay. Or grandchildren. How about two children or more? Right. And the rest of you have seen such children.
Prvo je načelo da su ljudska bića prirodno različita i raznolika. Zapitajte se koliko vas ima vlastitu djecu? Dobro. Ili unučad? A dvoje ili više djece? Dobro. A vi ostali ste vidjeli takvu djecu?
(Laughter)
(Smijeh)
Small people wandering about.
Mali ljudi što lutaju naokolo.
(Laughter)
Nudim vam okladu,
I will make you a bet, and I am confident that I will win the bet. If you've got two children or more, I bet you they are completely different from each other. Aren't they?
i uvjeren sam da ću je dobiti. Ako imate dvoje ili više djece, kladim se da se jedno od drugoga potpuno razlikuje. Zar ne? Zar ne? (Pljesak)
(Applause)
You would never confuse them, would you? Like, "Which one are you? Remind me."
Nikad se ne biste zabunili, je li tako? Kao: "Koje si ono ti? Podsjeti me.
(Laughter)
"Your mother and I need some color-coding system so we don't get confused."
Tvoja majka i ja uvest ćemo kodni sustav u bojama, da bismo vas mogli razlikovati."
Education under "No Child Left Behind" is based on not diversity but conformity. What schools are encouraged to do is to find out what kids can do across a very narrow spectrum of achievement. One of the effects of "No Child Left Behind" has been to narrow the focus onto the so-called STEM disciplines. They're very important. I'm not here to argue against science and math. On the contrary, they're necessary but they're not sufficient. A real education has to give equal weight to the arts, the humanities, to physical education. An awful lot of kids, sorry, thank you --
Obrazovanje unutar zakona o "Nijednom zapostavljenom djetetu" zasniva se na sličnosti, ne na raznolikosti. Škole se potiču da prepoznaju što djeca mogu učiniti unutar vrlo uskog raspona postignuća. Jedna od posljedica ovoga zakona sužavanje je naše pažnje na tzv. STEM-discipline (znanost, tehnologija, inženjerstvo, matematika). One su vrlo važne. Nisam ovdje da bih polemizirao o prirodoslovlju ili o matematici. Naprotiv, oni su neophodni, ali nisu i dovoljni. Istinsko obrazovanje mora pridati jednaki značaj umjetnostima, humanističkim predmetima, tjelesnom odgoju. Strašno mnogo djece, oprostite, hvala -- (Pljesak) --
(Applause)
Jedna od procjena kaže da se trenutno u Americi
One estimate in America currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder. ADHD. I'm not saying there's no such thing. I just don't believe it's an epidemic like this. If you sit kids down, hour after hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know?
kod oko 10% djece, u takvim okolnostima, dijagnosticiraju različita stanja pod širokim nazivom poremećaja manjka pažnje. ADHD. Ne kažem da toga nema. Ja samo ne vjerujem da se radi o epidemiji takvih razmjera. Zahtijevate li od djece da satima sjede, i rade na ne osobito zahtjevnim administrativnim zadacima, ne iznenađujte se ako se uzvrpolje.
(Laughter)
(Smijeh) (Pljesak)
(Applause)
Većina djece ne pati
Children are not, for the most part, suffering from a psychological condition. They're suffering from childhood.
ni od kakvih psiholoških poremećaja. Pate jedino od djetinjstva. (Smijeh)
(Laughter)
And I know this because I spent my early life as a child. I went through the whole thing. Kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them. And by the way, the arts aren't just important because they improve math scores. They're important because they speak to parts of children's being which are otherwise untouched.
Ja to znam jer sam rani svoj život proveo kao dijete. Prošao sam kroz sve to. Djeca najviše napreduju ako je program širok, ako im omogućuje da iskazuju razne svoje talente, a ne tek jedan njihov uzak dio. Uzgred, umjetnosti nisu značajne samo zato što poboljšavaju rezultate u matematici. One su važne jer one govore onim dijelovima dječjeg bića koje ostali predmeti ni ne dotiču.
The second, thank you --
Drugo, hvala -- (Pljesak)
(Applause)
The second principle that drives human life flourishing is curiosity. If you can light the spark of curiosity in a child, they will learn without any further assistance, very often. Children are natural learners. It's a real achievement to put that particular ability out, or to stifle it. Curiosity is the engine of achievement. Now the reason I say this is because one of the effects of the current culture here, if I can say so, has been to de-professionalize teachers. There is no system in the world or any school in the country that is better than its teachers. Teachers are the lifeblood of the success of schools. But teaching is a creative profession. Teaching, properly conceived, is not a delivery system. You know, you're not there just to pass on received information. Great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage. You see, in the end, education is about learning. If there's no learning going on, there's no education going on. And people can spend an awful lot of time discussing education without ever discussing learning. The whole point of education is to get people to learn.
Drugo načelo koje potiče procvat ljudskog života je znatiželja. Uspijete li zapaliti iskru znatiželje u djetetu, ono će vrlo često učiti bez ikakve daljnje pomoći. Djeca su prirodni učenici. Istinsko je postignuće isključiti tu osobitu sposobnost, ili je ugušiti. Znatiželja je pokretač postignuća. Razlog zbog kojega to govorim je taj što jedan od učinaka aktualne kulture, ako smijem tako reći, bio je de-profesionalizacija učitelja. Ne postoji sustav u svijetu ili ijedna škola u zemlji koja je bolja od njenih učitelja. Učitelji su vitalno tkivo uspješnosti škola. Ali poučavanje je kreativno zanimanje. Poučavanje, pojmimo li ga ispravno, nije sustav isporuke. Znate, niste ondje da biste samo proslijedili zaprimljenu informaciju. Veliki učitelji to čine, ali što veliki učitelji također čine jest - poučavaju, stimuliraju, izazivaju, uključuju. Vidite, na koncu, bit obrazovanja je u učenju. Ne zbiva li se učenje, ne događa se niti obrazovanje. A ljudi mogu provesti silno vrijeme rapravljajući o obrazovanju a da pritom uopće ne raspravljaju o učenju. Čitav smisao obrazovanja jest u tome da ljude potaknete na učenje.
An old friend of mine -- actually very old, he's dead.
Prijatelj moj, stari prijatelj -- zapravo, jako star,
(Laughter)
pokojni je. (Smijeh)
That's as old as it gets, I'm afraid.
Onoliko star koliko je to moguće, bojim se.
(Laughter)
But a wonderful guy he was, wonderful philosopher. He used to talk about the difference between the task and achievement senses of verbs. You can be engaged in the activity of something, but not really be achieving it, like dieting.
Ali, sjajan je čovjek bio; izniman filozof. Običavao je govoriti o razlici u značenjima glagola, onom koje govori o aktivnosti i onome koje govori o postignuću. Znate, možete biti uključenu u neku aktivnost, ali da pritom i ne postižete cilj.
(Laughter)
Poput dijete. To je vrlo dobar primjer, znate.
It's a very good example. There he is. He's dieting. Is he losing any weight? Not really.
"Evo ga. Drži dijetu. Gubi li išta ne težini? Ne baš."
(Laughter)
Poučavanje je jedna takva riječ.
Teaching is a word like that. You can say, "There's Deborah, she's in room 34, she's teaching." But if nobody's learning anything, she may be engaged in the task of teaching but not actually fulfilling it.
Možete reći: "Ovo je Deborah, ona je u sobi 34, poučava." Ali, ako nitko ništa pritom ne uči, ona je možda uključena u zadaću poučavanja,
The role of a teacher is to facilitate learning. That's it. And part of the problem is, I think, that the dominant culture of education has come to focus on not teaching and learning, but testing. Now, testing is important. Standardized tests have a place. But they should not be the dominant culture of education. They should be diagnostic. They should help.
ali je uopće ne ispunjava. Uloga učitelja je u olakšavanju i pospješivanju učenja. To je sve. I dio problema je, mislim, u činjenici da se dominantna obrazovna kultura usredotočila na testiranje, umjesto na poučavanje i učenje. Testiranje je, naravno, važno. Standardizirani testovi su vrijedni. Međutim, oni ne bi smjeli biti dominantni u našoj obrazovnoj kulturi. Oni bi trebali biti dijagnostički. Oni bi nam trebali pomagati.
(Applause)
(Pljesak)
If I go for a medical examination, I want some standardized tests. I do. I want to know what my cholesterol level is compared to everybody else's on a standard scale. I don't want to be told on some scale my doctor invented in the car.
Odem li na liječnički pregled, priželjkujem neke standardizirane testove. Doista. Znate, želim usporediti razinu svog kolesterola s razinama sviju drugih na nekoj standardiziranoj ljestvici. Ne želim tu informaciju na temelju
(Laughter)
neke ljestvice što ju je liječnik izmislio u vožnji.
"Your cholesterol is what I call Level Orange."
"Vaš kolesterol je na razini koju ja nazivam Narančasti stupanj."
"Really?"
"Ozbiljno? Je li to dobro? Ne znamo."
(Laughter)
"Is that good?" "We don't know."
(Laughter)
No, sve to trebalo bi podržavati učenje. Ne bi ga trebalo ometati,
But all that should support learning. It shouldn't obstruct it, which of course it often does. So in place of curiosity, what we have is a culture of compliance. Our children and teachers are encouraged to follow routine algorithms rather than to excite that power of imagination and curiosity. And the third principle is this: that human life is inherently creative. It's why we all have different résumés. We create our lives, and we can recreate them as we go through them. It's the common currency of being a human being. It's why human culture is so interesting and diverse and dynamic. I mean, other animals may well have imaginations and creativity, but it's not so much in evidence, is it, as ours? I mean, you may have a dog. And your dog may get depressed. You know, but it doesn't listen to Radiohead, does it?
što, dakako, nerijetko čini. Dakle, umjesto znatiželje, dobili smo kulturu udovoljavanja i slaganja. Našu se djecu i učitelje potiče da slijede rutinske postupke umjesto da se pobudi ta moć mašte i znatiželje. I treće je načelo sljedeće: ljudski je život u svojoj suštini - stvaralački. Zato se naši životopisi razlikuju. Mi kreiramo svoje živote, i možemo ih re-kreirati tijekom življenja. To je zajedničko sredstvo razmjene u bivanju ljudskim bićem. To je razlog zašto je ljudska kultura toliko zanimljiva, raznolika i dinamična. Hoću reći, i druge životinje mogu raspolagati maštom i stvaralaštvom, ali to nije baš toliko očito, je li, poput naše? Primjerice, možete imati psa. I vaš pas može postati depresivan. Znate, ali on ne sluša Radiohead, zar ne?
(Laughter)
(Smijeh)
And sit staring out the window with a bottle of Jack Daniels.
I ne sjedi zureći kroz prozor, s bocom Jacka Danielsa.
(Laughter)
(Smijeh)
"Would you like to come for a walk?" "No, I'm fine."
I vi mu kažete: "Želiš li u šetnju?" A on na to: "Ne, dobro mi je ovako.
(Laughter)
Idi ti. Pričekat ću te ovdje. Ali, zabilježi koju fotku."
"You go. I'll wait. But take pictures."
(Laughter)
Svi mi stvaramo vlastite živote u nestalnom procesu
We all create our own lives through this restless process of imagining alternatives and possibilities, and one of the roles of education is to awaken and develop these powers of creativity. Instead, what we have is a culture of standardization.
zamišljanja alternativa i mogućnosti, i jedna od uloga obrazovanja jest da probudi i razvije te stvaralačke snage. Inače, imat ćemo kulturu standardizacije.
Now, it doesn't have to be that way. It really doesn't. Finland regularly comes out on top in math, science and reading. Now, we only know that's what they do well at, because that's all that's being tested. That's one of the problems of the test. They don't look for other things that matter just as much. The thing about work in Finland is this: they don't obsess about those disciplines. They have a very broad approach to education, which includes humanities, physical education, the arts.
No, to ne mora tako biti. Uistinu ne mora. Finska se redovito pojavljuje na vrhu u matematici, prirodoslovlju i u čitanju. Mi jedino znamo da su oni u tome dobri zato što je to sve što se trenutno ispituje. To je jedan od problema s testovima. Njima se ne ispituju ostale, ne manje važne, stvari. Ono što je u slučaju Finske bitno je sljedeće: oni se ne opterećuju tim disciplinama. Vrlo široko pristupaju obrazovanju i ono uključuje humanističke discipline, tjelesni odgoj, i umjetnosti.
Second, there is no standardized testing in Finland. I mean, there's a bit, but it's not what gets people up in the morning, what keeps them at their desks.
Drugo, u Finskoj nema standardiziranog testiranja. Mislim, ima ponešto, ali to nije ono zbog čega ljudi ujutro ustaju. To nije ono zbog čega ostaju za svojim stolovima.
The third thing -- and I was at a meeting recently with some people from Finland, actual Finnish people, and somebody from the American system was saying to the people in Finland, "What do you do about the drop-out rate in Finland?"
I treća stvar, bio sam nedavno na sastanku s nekim ljudima iz Finske, stvarnim Fincima, i netko iz američkog sustava pitao je ljude u Finskoj: "Što činite vi u Finskoj u vezi sa stopom odustajanja od školovanja?"
And they all looked a bit bemused, and said, "Well, we don't have one. Why would you drop out? If people are in trouble, we get to them quite quickly and we help and support them."
Djelovali su pomalo zatečeni, no odgovorili su mu: "Pa, nemamo takvih slučajeva. Zašto bi netko odustao od školovanja? Ako su ljudi u problemima, vrlo im brzo priskočimo u pomoć, i podržimo ih."
Now people always say, "Well, you know, you can't compare Finland to America." No. I think there's a population of around five million in Finland. But you can compare it to a state in America. Many states in America have fewer people in them than that. I mean, I've been to some states in America and I was the only person there.
Ljudi obično kažu: "Ma, znaš, ne možeš uspoređivati Finsku i Ameriku." Ne. Mislim da Finska ima oko pet milijuna stanovnika. Ali, možete je usporediti s jednom američkom saveznom državom. U mnogim američkim saveznim državama živi manje ljudi. Hoću reći, bio sam u nekim američkim državama i bio sam pritom jedina osoba ondje. (Smijeh)
(Laughter)
Really. Really. I was asked to lock up when I left.
Ozbiljno. Ozbiljno. Tražili su me da zaključam vrata pri odlasku. (Smijeh)
(Laughter)
But what all the high-performing systems in the world do is currently what is not evident, sadly, across the systems in America -- I mean, as a whole. One is this: they individualize teaching and learning. They recognize that it's students who are learning and the system has to engage them, their curiosity, their individuality, and their creativity. That's how you get them to learn.
No, ono što svi visokoučinkoviti sustavi u svijetu čine, nažalost, trenutačno nije vidljivo širom američkih sustava -- u cjelini, mislim. Jedno je ovo: Oni individualiziraju poučavanje i učenje. Oni prepoznaju da su učenici ti koji uče i da ih sustav treba uključiti i potaknuti njihovu znatiželju, njihovu individualnost, njihovu kreativnost. Samo tako ih se može potaknuti da uče.
The second is that they attribute a very high status to the teaching profession. They recognize that you can't improve education if you don't pick great people to teach and keep giving them constant support and professional development. Investing in professional development is not a cost. It's an investment, and every other country that's succeeding well knows that, whether it's Australia, Canada, South Korea, Singapore, Hong Kong or Shanghai. They know that to be the case.
Drugo što čine jest da vrlo visok status pridaju učiteljskom zanimanju. Oni prepoznaju da nije moguće unaprijediti obrazovanje ne odaberete li sjajne ljude da poučavaju i ne ustrajete li u tome da im pružite stalnu podršku i profesionalni razvoj. Ulaganje u profesionalni razvoj nije trošak. To je investicija, i svaka danas uspješna zemlja to zna, bila to Australija, Kanada, Južna Koreja, Singapur, Hong Kong ili Šangaj. Oni znaju da je tome tako. I treće: oni odgovornost za obavljanje posla
And the third is, they devolve responsibility to the school level for getting the job done. You see, there's a big difference here between going into a mode of command and control in education -- That's what happens in some systems. Central or state governments decide, they know best and they're going to tell you what to do. The trouble is that education doesn't go on in the committee rooms of our legislative buildings. It happens in classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discretion, it stops working. You have to put it back to the people.
predaju školama. Vidite, velika je razlika u odnosu na obrazovanje zasnovano na principima zapovijedi i kontrole -- To se u nekim sustavima događa. Znate, središnje vlasti odlučuju ili lokalne vlasti odlučuju. Oni znaju najbolje i oni će vam reći što da činite. Problem je u tome što se obrazovni proces ne nastavlja u sjedničkim dvoranama naših zakonodavnih ustanova. Događa se u učionicama i u školama, i ljudi koji ga provode su učitelji i učenici. Oduzmete li im slobodu djelovanja, proces staje. Morate ga vratiti ljudima.
(Applause)
(Pljesak)
There is wonderful work happening in this country. But I have to say it's happening in spite of the dominant culture of education, not because of it. It's like people are sailing into a headwind all the time. And the reason I think is this: that many of the current policies are based on mechanistic conceptions of education. It's like education is an industrial process that can be improved just by having better data, and somewhere in the back of the mind of some policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. It won't, and it never did.
Sjajne se stvari događaju u ovoj zemlji. Međutim, moram reći da se zbivaju unatoč dominantnoj obrazovnoj kulturi, a ne zahvaljujući njoj. Kao kad netko sve vrijeme jedri izravno u čeoni vjetar. Mislim da je tome razlog sljedeći: većina aktualnih politika temelje se na mehanicističkim koncepcijama obrazovanja. Kao da je obrazovanje industrijski proces koji se može unaprijediti već samo raspolaganjem točnijim podacima i negdje, mislim, u nekom zakutku uma nekih od tvoraca obrazovnih politika nalazi se ideja da ako ga samo malo podesimo, samo malo uštimamo, on će savršeno otpjevušiti u budućnost. Neće. Nikada i nije.
The point is that education is not a mechanical system. It's a human system. It's about people, people who either do want to learn or don't want to learn. Every student who drops out of school has a reason for it which is rooted in their own biography. They may find it boring. They may find it irrelevant. They may find that it's at odds with the life they're living outside of school. There are trends, but the stories are always unique. I was at a meeting recently in Los Angeles of -- they're called alternative education programs. These are programs designed to get kids back into education. They have certain common features. They're very personalized. They have strong support for the teachers, close links with the community and a broad and diverse curriculum, and often programs which involve students outside school as well as inside school. And they work. What's interesting to me is, these are called "alternative education."
Poanta je da obrazovanje nije mehanički sustav. Ono je ljudski sustav. Tiče se ljudi, ljudi koji ili žele učiti, ili ne žele učiti. Svaki učenik koji odustaje od škole čini to iz razloga ukorijenjenog u vlastitom životopisu. Možda im je dosadna. Možda im je nevažna. Možda smatraju da je u neskladu sa životima koje žive izvan škole. Postoje trendovi, ali priče su uvijek jedinstvene. Nedavno sam se zatekao na sastanku u Los Angelesu o -- nazivaju ih alternativnim obrazovnim programima. Ti su programi oblikovani da bi pripomogli vraćanju djece u obrazovni proces. Imaju neka zajednička obilježja. Izrazito su personalizirani. Učitelji uživaju snažnu podršku, bliski su odnosi s lokalnom zajednicom, školski je program širok i raznolik, i često uključuju učenike izvan škole i unutar škole. I funkcioniraju. Zanimljivo mi je
(Laughter)
da ih se naziva "alternativnim obrazovanjem".
You know? And all the evidence from around the world is, if we all did that, there'd be no need for the alternative.
Razumijete? I svi svjetski pokazatelji govore nam da kad bismo svi to učinili, potrebe za alternativnim ne bi bilo.
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(Pljesak)
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Stoga mislim da bismo trebali usvojiti drugačiju metaforu.
So I think we have to embrace a different metaphor. We have to recognize that it's a human system, and there are conditions under which people thrive, and conditions under which they don't. We are after all organic creatures, and the culture of the school is absolutely essential. Culture is an organic term, isn't it?
Moramo prepoznati da je to ljudski sustav, i da postoje uvjeti u kojima ljudi rastu, i uvjeti u kojima se to ne zbiva. Napokon, mi smo organska bića, i kultura škole je neprijeporno bitna. Kultura je organski pojam, nije li?
Not far from where I live is a place called Death Valley. Death Valley is the hottest, driest place in America, and nothing grows there. Nothing grows there because it doesn't rain. Hence, Death Valley. In the winter of 2004, it rained in Death Valley. Seven inches of rain fell over a very short period. And in the spring of 2005, there was a phenomenon. The whole floor of Death Valley was carpeted in flowers for a while. What it proved is this: that Death Valley isn't dead. It's dormant. Right beneath the surface are these seeds of possibility waiting for the right conditions to come about, and with organic systems, if the conditions are right, life is inevitable. It happens all the time. You take an area, a school, a district, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader range of opportunities, you cherish and value the relationships between teachers and learners, you offer people the discretion to be creative and to innovate in what they do, and schools that were once bereft spring to life.
Nedaleko od mjesta gdje živim nalazi se Dolina smrti. Dolina smrti je najtoplije, najsuše mjesto u Americi, i ondje ništa ne raste. Ništa ne raste jer ondje ne pada kiša. Dakle, Dolina smrti. Tijekom zime 2004. kiša je pala u Dolini smrti. Dvadesetak centimetara kiše palo je tijekom vrlo kratkog razdoblja. A u proljeće 2005. zabilježena je sljedeća pojava: Čitavo je tlo Doline smrti, zakratko, bilo posuto cvijećem. Što nam to dokazuje? Dolina smrti nije mrtva. Ona je uspavana. Neposredno ispod površine sjeme je mogućnosti, koje čeka da se stvore pravi uvjeti. U odgovarajućim uvjetima, kod organskih je sustava život neizbježan. On se neprestano događa. Odaberite četvrt, školu, regiju, Promijenite uvjete, ponudite ljudima osjećaj drugačijih mogućnosti, različit skup očekivanja, širi raspon prilika, njegujte i cijenite odnose između učitelja i učenika, omogućite ljudima slobodu da budu kreativni i inovativni u onome što rade, I škole koje su nekad bile zakržljale - ponovno uskrsnu.
Great leaders know that. The real role of leadership in education -- and I think it's true at the national level, the state level, at the school level -- is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility. And if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn't have expected.
Dobri lideri to znaju. Istinska uloga predvodništva u obrazovanju, a vjerujem da je to istina na nacionalnoj razini, na lokalnoj razini, kao i na školskoj razini - nije i ne smije se sastojati u zapovijedanju i u kontroli. Istinska njegova uloga je u upravljanju klimom, u stvaranju ozračja mogućnosti. I učinite li to, ljudi će to prihvatiti, i postići ono što uopće niste predvidjeli i što niste mogli očekivati.
There's a wonderful quote from Benjamin Franklin. "There are three sorts of people in the world: Those who are immovable, people who don't get it, or don't want to do anything about it; there are people who are movable, people who see the need for change and are prepared to listen to it; and there are people who move, people who make things happen." And if we can encourage more people, that will be a movement. And if the movement is strong enough, that's, in the best sense of the word, a revolution. And that's what we need.
Izvrstan je citat Benjamina Franklina: "Postoje tri vrste ljudi u svijetu: Oni koji su nepokretni, ljudi koji ne dobivaju. koji ne žele dobiti, i koji ništa u vezi s time neće poduzeti. Postoje ljudi koji su pokretni, ljudi koji vide potrebu za promjenom i spremni su je osluškivati. I postoje ljudi koji pokreću, ljudi koji osiguravaju da se promjene dogode." Potaknemo li više ljudi, stvorit ćemo pokret. I bude li pokret dovoljno snažan, bit će to, u najboljem smislu riječi, revolucija. To je ono što nam je potrebno.
Thank you very much.
Hvala vam najljepša.
(Applause)
(Pljesak)
Thank you very much.
Hvala vam najljepša. (Pljesak)
(Applause)